to start a school of this character?" The answer is that it grew out of a Sunday school which was started in a little log cabin ten years ago. The writer began by inviting people to come into a Sunday school. The children came regularly, bringing not only their brothers and sisters, but also their mothers and fathers, all shy but eager to listen and to learn. The school grew rapidly in numbers, but the accommodations were very poor and unsatisfactory.

It was soon manifest that many of these children were really unacquainted with Nature, and that they failed to appreciate the abundant beauties lying at their very doorsteps, but under instruction their interest in everything grew and their rare aptitude and quick intelligence were encouraging. Very soon they began to bring all sorts of things to decorate "our cabin"-such as grasses, leaves, ferns, and even wasps nests and colored stones-a simple collection from Nature's stores which seemed to delight them, and which they would arrange around the "cabin" according to their fancies.

After the meetings had become somewhat established, the next thing was to become acquainted with these people in their cabin homes.

All of these cabins are built of rough logs, and the interiors of most of them are smoked and dark, and, in some instances, not overly clean. They are usually lighted by one or two small window-openings, but with cracks and crevices large enough for a goodsized dog to slip through. An old musket, strings of red and green peppers, and a miscellaneous collection of various kinds of herbs, decorate the rafters, while pots, pans and other cooking utensils are usually scattered about the floor of the one livingroom; the only other room of the family consisting of a small "lean-to" adjacent to the cabin proper,

used for sleeping and other purposes. As the cabin door is always open, in the usual Southern fashion, there is, fortunately, plenty of ventilation, and the children live in the open air during the entire year. But the people are poor-in some instances, very poor; and they have no money to educate their children, nor have them trained in useful work or remunerative labor, although both parents and children are willing and anxious to learn. They only need opportunities and a guiding hand to make them useful and successful men and women whose lives would be a blessing to humanity. To this end the school at Rome, Ga., was established-to teach these mountain people to do well the common things of life, and to inspire them with confidence and ambition-and its success has been abundantly encouraging.

The fame of the school spreads in the mountains from year to year. At first only the boys in the immediate neighborhood attended the school, but now they come from not only Georgia, but from Alabama and Tennessee, and these splendid and sturdy young lives are being moulded for broader and better things.

To rescue these people from the isolation, the poverty and the ignorance that has bound them for more than a century, is a great work for the South, for to them we must look to till the soil intelligently, to people the factories, to teach and preach and to tear down that intangible wall that has for so long held a people aloof from its part in the world's regeneration.

MARTHA MCCHESNEY BERRY,

Director of the Berry School, Rome, Ga.

CHAPTER IV.

EUROPEAN INFLUENCES IN THE SOUTH.

HE solidarity of public opinion in the South has been so often commented upon that it is difficult to realize the heterogeneous elements employed in making her population. The "solid South" is not only a political but in many respects a social and even a religious fact, so confirmed has the section become in conservatism and orthodoxy. First by reason of slavery and then of the war and then of reconstruction, the people have been bound together by the strongest of ties. They have acted together and thought together. The popular tradition that has been cherished as most typical of the South is that of the Virginia Cavalier-his hospitality, his refinement, his chivalric spirit. Widely different as are other elements of the population, they have all been modified to some extent by this tradition. It is strange that some historians still speak of the War of Secession as if it were a renewal of the old conflict between the Puritans and Cavaliers.

Diverse Elements in Southern Society.

It is well to remember, however, that there are many diverse elements in Southern society, all of them suggesting a background of European influences. The Huguenots of South Carolina, the ScotchIrish of the Piedmont section and of the southwest, the French and Spanish of Louisiana, the Spanish and Germans of Texas; at a later time, the great Methodist and Baptist churches-constituting an increasing middle class-all of these types have been

important factors in Southern civilization. Some of them are picturesque survivals in an industrial and democratic republic, destined yet, when the solidarity of opinion and of life has been broken, to play a commanding part in a more complex civilization. The various commonwealths and cities, viewed in the light of their origins and early history rather than of their later, suggest a diversity of ideas, customs and traditions that must inevitably lead to a finer social and political life in the years to come.

Along with the solidarity of public opinion there has been a marked provincialism, commented upon by all outsiders and admitted even by Southern writers. For the reasons already indicated the South was for nearly three-quarters of a century largely shut out from the influences of modern life and modern thought. If, as Charles Dudley Warner says, "the root of provincialism is localism, a condition of being aside and apart from the general movement of contemporary life," then the South was provincial. It is well to remember, however, that prior to the time when slavery became a fixed economic and social institution, Southern cities and states were the most cosmopolitan sections of the country-they were most sensitive to European influences. At the time when the sections met each other in the councils of the Revolutionary period, New England leaders were far more provincial than the great leaders of Virginia, who had a certain lordly compass of mind that made them citizens of the world. Virginia Cavaliers, as represented in Thackeray's The Virginians, and as seen in the journals and letters of the Eighteenth century, were in close touch with their kinsmen across the waters -in trade, in learning, and in social customs and traditions. In South Carolina, especially in Charles

ton, the contact with English and Scottish universities and the survival of French influences among the Huguenots, served to make Charleston more cosmopolitan than Boston in the early years of the Nineteenth century. Josiah Quincy, on a visit to that city, was so struck with its architectural beauty and its cultivated society, as to remark that he found there what he never expected to find in America. In Mobile and New Orleans, the French and Spanish rule, attended as it was by European ideals of architecture, education and dramatic art, served to keep intact the life and society of the Old World. Southern universities, notably the universities of Virginia and South Carolina, were among the first in the country to feel the influence of foreign institutions in the changes of curriculum and in the constitution of their faculties.

Some of these European influences in Southern life it is our purpose to set forth, or, rather, suggest. Limitations of space demand that the settlement and early history of the various colonies be taken for granted, so well known are they to the student of American history. The coming of the Cavaliers after the establishment of the Commonwealth in England, the later migration of the ScotchIrish by way of Pennsylvania, the mingling of the Huguenots and English in South Carolina, the influence of the constitution of Locke and Hobbes on the state governments of the Carolinas, the settlement of the Spanish in Florida, and of the French and Spanish in Louisiana, and of the Catholics in Maryland may well be passed over in this paper. Nor is it necessary to speak of all foreigners who exerted a strong influence in various communities; for in nearly every state there were certain teachers, or preachers, or publicists, who gave impetus to indi